Download PROJECT Cell City

Kathy O’Reilly
October, 2007
TECHNOLOGY IN BIOLOGY
UNIT: CELLS
Reference: http://www.cwinstead.com/cellcityproject/index.html
Kathleen A. O’Reilly
October 30, 2007
Kathy O’Reilly
October, 2007
Universal Design for Learning
Topic: Cells/Organelles
Note: This piece is intended to strengthen existing skills taught during a prior biology lesson..
Curriculum Framework:
Science and Technology
Grade Level:
Grade 10
Group Size – app. 24
Technology in Biology Class
Goals/Framework Standards:
Standard 1: 2.1

Students will relate cell parts/organelles to their functions.
Standard 2: 2.3

Students will distinguish between plant and animal cells
Essential Questions:
1.
2.
What are organelles in general?
Why are organelles important in plants and animals?
Performance Objectives:
1.
2.
3.
4.
Students will use the Internet to research and interact with cell demonstrations
using www.cellsalive.com
Students will prepare an enhanced table including headings such as: Organelles,
Primary Function, Location (in cell), Appearance Description and Photo. An
additional column will be added to add a check mark if there is a common function in
both the plant and animal cells.
Students will refer to their textbook to draw a simple diagram of a plant and an animal
cell in the templates provided. Each will draw to scale and label the structures.
Students will construct a visual cell city illustrating primary buildings and their
functions and compare it to cell organelles and their functions.
Kathy O’Reilly
October, 2007
1.
Motivation
 Bring in past projects for students to view.
 Use the internet to look at a variety of helpful cell sites. http://www.cellsalive.com
 Brainstorm what students already know and what they want to learn about cells and
record the information on a chart/table.
 Allow students to draw using Word or Paint programs to illustrate their cell picture.
2.
Information
 Read the book, PLANT ORGANELLES by Alyson Tobin
 Explain the vocabulary words: nucleus, nucleolus, cytosol, centrosome, centriole,
golgi, lysosome, peroxisome, cell membrane, mitochondria, vacuole, smooth
endoplasmic reticulum, rough endoplasmic reticulum, ribosomes, mitosis,
chloroplast, paramecium.
 Using a transparency, write out the lyrics to a class generated song in terms of the
creation of their new cell city.
 Read and outline the handout given which contains your instructions.
 Distribute a quiz for students to take in order to ascertain understanding level.
3.
Application
 Using the computer, students will work in a team that will consist of between 2 4 members. Each member will be assigned a role:
o Architect/City Planner – He/she will be drawing the plans of the city
onto a sheet of paper as a reference for the City Builder. This individual
will also decide the placement of organelles in the city.
o City Builder—These two individuals will be constructing the actual city.
These individuals should have access to each other after school and on
weekends (if needed) to work on the city.
o Journalist -- This individual should enjoy writing. He/she will be
responsible for keeping all members on task, and will be recording the
process in newsletter form.
Kathy O’Reilly
4.
October, 2007
Transformation
 Each team presents their visual, reports, etc. of their research and development on
how the cells function to make our body operate similar to a well-run city.
 Each member of the team will communicate with the class as to what their role
was and how they played their part in the total design of the cell city.
 Working together as a class, the students and teachers can design the best cell city
from recommendations made from the group.
 Students could use a Venn diagram to record the similarities and differences
among the plant and animal cells.
Multiple Intelligence Theory
Naturalist:
Students will attend a field trip to the ocean as an introduction to the lesson. Students will
examine different sea life plants and will (in a lab situation) identify plants and cell activity
through use of the microscope.
Linguistic Intelligence:
Using the computer as a tool, the students will log onto www.cellsalive.com and will click on
the link “Study Tools.” This activity will help students review vocabulary terms and will
adhere to the development and use of language through appreciation for word origins and
vocabulary in linguistic terms. The students are asked to construct a cell city. This activity
will allow the students to use the vocabulary words used throughout the lesson and will be
using the words in context.
Kathy O’Reilly
October, 2007
Visual/Spatial Intelligence:
Students will design and create their own version of a “cell city.” Through viewing maps, and
using their hands to create or build a cell city, students will use the visual arts and an
understanding of spatial relationships to demonstrate an understanding of concepts taught.
Bloom’s Level of Thinking
The final activity for the Cell unit relies on analysis and evaluation. The project is called “The
Cell City”. Students will work in a team that will consist of four members. Each member
will be assigned a role which will utilize a variety of multiple intelligences:
1. Architect/City Planner -- He/she will be drawing the plans of the city onto a sheet of
paper as a reference for the City Builder. This individual will also decide the placement or
organelles in the city. Students will be listing the materials needed in order to create their
own end result.
2. City Builder -- These two individuals will be constructing the actual city. These
individuals should have access to each other after school and on weekends (if needed) to
work on the city.
3. Journalist -- This individual should enjoy writing. He/she will be responsible for keeping
all members on task and will be recording the process in newsletter format.
After each student has done their own research and have communicated with the other
members of the team, they will present their ideas, facts and conclusion via their display and
journalist report. Each group will need to explain their new cell city name, the location of
each organelle and their function within their city, and how the individual organelles function
to make our body operate similar to a well-run city. Each member of the team will
communicate with the class as to what their role was and how they played their part in the
total design of the cell city.
Upon completion of the group presentations, the students and teachers can design the best cell
city from recommendations made from the group. Students may use a Venn diagram to record
the similarities and differences.
Differentiated Instruction
Framework Standard:
Standard 2: 2.3

Students will distinguish between plant and animal cells
Performance Objective:
The student will refer to their textbook to draw a simple diagram of a plant and an animal cell
in the templates provided. Each will draw to scale and label the structures.
Kathy O’Reilly
October, 2007
Beginner Level: The students will create a 2 column list and will label one column “Animal
Cell” and the other will be labeled “Plant Cell”. The students will identify all of the parts of
the cell and will write in the part in the correct column. Compare the parts of the 2 cells by
checking off for each part, thereby, cross-referencing for each named organelle or part of the
cell. Compare each of the parts sizes by coloring the larger organelle label red and the smaller
label purple. The student will state what differences were listed in the animal cell that were
not present in the plant cell in one sentence.
Intermediate Level: The students will create an enhanced table using “Word” to demonstrate the
differences between the plant and animal cell. Each will compare each of the parts sizes by
coloring the larger organelle label “red” and the smaller label “purple.” The student will state
the differences between the animal and plant cell in a paragraph.
Advanced Level: The student will create a comparison and contrast graph using the program
“Excel.” Students will clearly show the similarities and differences between the two cells and
will compare the sizes of each organelle through a bar graph utilizing the metric system.
Kathy O’Reilly
October, 2007
Rubric
Cell City Evaluation
CATEGORY
Organelles
Represented (10)
Construction of
city
Organelles labeled
City structures
labeled
Accuracy of
Organelle Structure
Creativity
Neatness
City Name
Presentation of cell
city
4
Meets Criteria to
an Above
Average Degree
ALL organelles
are represented
Lifetime
guarantee
all
all
3
Meets Basic
Criteria
2
Meets Some
Criteria
1
Does Not Meet
Criteria
6 - 9 organelles
are represented
One month
guarantee
most
most
1-5 organelles are
represented
1 week guarantee
No organelles are
represented
Falling apart
half
half
none
none
all
most
half
none
One-of-a-kind
Has purpose and
is well integrated
Totally boring
Outstanding,
organized well
Is neat and
organized but
could be better
Common name
with a twist
Good
Has meaning but
not well
integrated
Is organized but
not neat
Unique and
imaginative
Outstanding
General name
Sloppy; not
organized, not
neat
None
Adequate
None
Total points
earned:
Continued on next page!
Kathy O’Reilly
October, 2007
Journalist Evaluation Rubric
CATEGORY
Accuracy of
Organelle
information
4
Meets Criteria
to an Above
Average Degree
Describes
structure and
function of more
than 3 organelles
in article
Is correct on all of
the organelle
information.
Creativity
One-of-a-kind
Presentation
Followed
directions
Outstanding
Exactly
Organelles
Represented
3
Meets Basic
Criteria
2
Meets Some
Criteria
1
Does Not Meet
Criteria
Describes
structure and
function of at
least 3 organelles
in article
Is correct on most
of the organelle
information.
Describes
structure and
function of 1 or 2
organelles in
article
Is correct on at
least half of the
organelle
information.
Article displays
some creative
points of interest.
Adequate
Half of the time
Does not describe
the structure and
function of any
organelles in
article.
All of the
information is
incorrect.
Article displays
most creative
points of interest.
Very good
Mostly
Article is boring
throughout.
No presentation
Not at all
Total Points
Earned:
Note: I would like to extend a huge “thank you” to everyone in the Science
Department for their expertise in the biology units and particularly to Ms.
Rachel Rex and Ms. Jess Lichtenwald. Xxoo MUCH APPRECIATION
AND THANKS! YOU ARE WONDERFUL TO WORK WITH!